In reply to my posting suggesting that we expand our focus to include all three NCTM Standards publications [Curriculum and Evaluation, Professional, Draft Assessment], one member of the NCTM Board wrote to suggest that we also include related reform documents such as Everybody Counts.
So, to generate some discussion of that document leading up to the Boston meetings, I will periodically ask some questions related to the content of that document. I will do so "by chapters" so that, if you have not yet read the booklet, you could easily work your way thru it a little at a time. To get started, then, here are just a few questions related to Chapter One:
1. How do you think we can prepare students to be "mentally fit" workers? What is it specifically that makes mathematics a prerequisite to so many jobs? What is necessary as a foundation for "lifelong learning"?
2. Do you agree with the statement "Most teachers teach as they were taught, not as they were taught to teach"?
3. Do you think that differences in accomplishment in school mathematics are due primarily to differences in innate ability, to differences in individual effort, or to differences in opportunity to learn?
4. What's wrong with "remediation" as a means of reaching "students at risk"?
Well, that ought to be enough to get started. Happy reading--Everybody Counts is a well written and very provocative little book. :)
Ron Ward/Western Washington U/Bellingham, WA 98225 email@example.com